Course at a glance
Introduction
Some people move with grace and ease and seem to have good posture, freedom of movement and general well-being. Whereas others use ourselves very badly – collapsing, tensing and distorting ourselves at almost every moment of our lives.
The Alexander Technique is more than just acquiring a ‘good posture’; it is a process by which an individual can learn awareness of their physical and psychological self in order to transmit positivism through body movements.
Of course the Alexander Technique can help many physical conditions such as back pain, stress and sleep disorders. In addition it can be used to help musicians, sports men and women, and a whole range of task related physical activities where posture, balance and awareness of movement facilitates and promotes full function without predisposition to damage or pain. In addition, the technique can be useful in pregnancy and during childbirth.
This course is designed for those wishing to learn the theory and belief behind the Alexander technique with an aim to take practical training to practice as an Alexander Practitioner/Teacher, and also for those who have an interest in learning the process for themselves.
The ten units will cover everything from anatomy and physiology, psychology, specific movements and postures, Alexander lessons, and practitioner role and responsibilities, and will also give guidance on professional affiliation, codes of conduct and how to establish a teaching practice.
The units will include graphical representation of techniques and positions, so additional materials are not necessary in order to complete the course. However, you will be required to practise the postures and teaching methods, so access to a suitable area (in your own home would suffice) will be necessary, the use of an upright chair (kitchen/dining type), a Yoga mat or large towel (for semi-supine positions), and a note book and pen for making notes as we progress through the course. In addition, there may be times when you will need the help of a volunteer when practising your teaching techniques.
The following unit descriptors are brief content guides to the course components and should provide a holistic overview of structure and format.
Benefits of the Course:
Students will expect to derive the following benefits from the diploma course:
- Students will have an opportunity to learn about posture
- To review the skeletal system and sensory perception
- Look at different breathing techniques
- A review of how to use different aspects of The Alexander Technique.
Assessment Objectives (AO)
AO: 1
Students must select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate to the course of study. This assessment, involves two written assignments: one halfway through the course and following the final unit. Both are assessed and graded by the assigned tutor, according to college procedures. The grading procedure if Pass or Fail. If you Fail an assessment you have the opportunity to amend where your tutor has highlighted and resubmit.
AO: 2
Students must critically evaluate and justify a point of view through the use of evidence and reasoned argument. Students can include evidence in different formats to support their written work such as documentation or images to support their course remembering Confidentiality and Data Protection.
Quality of Written Communication (QWC)
In addition, COLC require students’ to produce written material in English, candidates must: ensure that text is legible and that spelling, punctuation and grammar (SPG) are accurate so that meaning is clear; select and use a form and style of writing appropriate to studying a complex subject matter; organise information clearly and coherently, using specialist vocabulary when appropriate and Harvard referencing of citation and sources. In this Specification, SPG will be assessed in all tutor marked assignments (TMAs)
To ensure that we maintain quality standards; all our students written assignments are subject to our plagiarism policy and procedure.
Accredited Level 3 Alexander Technique Diploma Entry Requirement
Entry to this Accredited Level 3 Alexander Technique Diploma requires that potential students have gained GCSE/IGCSE or equivalent qualifications and have, good English oral, reading and writing skills.
Advice on enrolment and guidance of prior learning (APL) can be obtained through out contact centre. The course is a rolling programme and can be started at any point in the year. Successful students can go on to Higher Education, including remaining as students at COLC to complete courses in our portfolio of higher awards.
All students must be aged 16 or over.
Assessment
The coursework is assessed through continuous assessment with no formal exit examinations.
Study Hours
Approximately: 200 hours of personal study time for the entire course is recommended. All of which is supported by the COLC Course Tutor, who we greatly encourage students to access support from throughout their course.
Quality Assurance
This course has been developed by the College’s professional team of tutors to meet the needs of sector based employers and employees.
Further details of our accreditations are provided on our website.
Course Length
1 Year.
Awarding Body
Course Content
Accredited Level 3 Alexander Technique Diploma Unit 1: The musculoskeletal system and sensory perception
The first unit will cover the musculoskeletal system and sensory perception in much detail. More importantly, it will provide students with a solid anatomical and physiological basis to build on and develop throughout the course. Within this unit, students will look briefly at what can go wrong with the above systems in terms of relevance to the Alexander Technique practitioner:
- Bones and bone formation
- Tendons
- Ligaments
- Muscles
- Movement: how we move and the skeletal framework
- Sensory perception
- The five senses
- How we perceive special concepts and relate this to movement
Accredited Level 3 Alexander Technique Diploma Unit 2: The evolution and relevance of the Alexander Technique
The technique has evolved over time and it is critical that students develop at least a basic understanding of how it has become what it is today. This section will go right back to its origin and explains how it has emerged through history to its present state. There will also be discussion about the relevance of the concepts within the technique and how it applies to modern life.
- F. M. Alexander and the origins of the Alexander Technique
- The use of the ‘self’ and taking responsibility for one’s own health and wellbeing
- Raising awareness of the ‘self’ and re-education in order to embed new concepts and behaviour
- Changing behaviour, reinforcement and cognitive processes including looking at psychology associated with these concepts, and how behaviour changes are facilitated and maintained relevant to the technique
- The psychology of the ‘self’ and how concepts of change relate to it
Accredited Level 3 Alexander Technique Diploma Unit 3: Inhibition, thinking and breathing
The manner in which everybody breathes can affect the posture of any individual. In order to maintain good posture, good breathing is crucial and also for self-awareness. Specific breathing techniques and patterns can be adopted to promote a cycle of non-harm to ultimately achieve that good posture that is desired and raise physical awareness.
- Breathing, and the anatomy and physiology of the respiratory system and breathing process; how oxygen absorption is relevant to muscle and movement
- Natural or unconscious inhibition
- Conscious inhibition
- Thinking and being
- Tension release
- Learning direction
Accredited Level 3 Alexander Technique Diploma Unit 4: Basic movement and normal postures
We all have a range of everyday movements and postures which we engage in without thought. In this unit, we look at these movements and examine the rationale behind some of their applications. This section introduces students to the beginning of seeing where the Alexander Technique ‘fits’ into a ‘remedial’ cycle and also how it can be relevant to the promotion of a positive process of movement and harm prevention. It will look at the following subject areas and how they can affect it:
- Standing
- Walking
- Sitting
- Various activities such as driving, reaching for things, sitting at a desk, working on a computer, carrying shopping, sitting on a sofa etc.
Accredited Level 3 Alexander Technique Diploma Unit 5: Stress reduction and tension release
Stress can take many forms and can have both positive and negative effects on individuals. Many theorists have come up with ways to define what stress is and the list of events that cause it is endless. Stress is a major problem in everyday modern life and can be minor such as feeling pressure at work to actually taking time off and receiving medication.
Tense muscles can result in harmful posture and movement of the body. In order to reduce stress, we first have to understand the physiology or ‘mechanics’ behind the process and then look at the adjustments and changes necessary to reduce and relieve this cycle.
- What is stress? We look at the physiology behind the stress response and the link between right and left side of the brain relevant to the Alexander Technique
- We look at how increasing levels of stress elicit tension thus affecting movement and posture
- We demonstrate and discuss exercises to promote self-awareness and reduce stress
- We demonstrate and discuss the semi-supine position and how this promotes tension release and stress reduction
- We demonstrate and discuss standing from the semi-supine position
Accredited Level 3 Alexander Technique Diploma Unit 6: The delivery of the Alexander Technique: Lesson 1
This is the first of three units where specific postures and techniques are described and discussed in much detail. Each posture and technique will be explained in full and instruction on how to convey the posture and ensure correct application will also be given to give the best results.
Students will also be given information on the teaching and lesson process from both a practitioner and client perspective in all 3 lessons. This unit will contain drawings, images, and graphical representations as aids to study and best enhance the students’ learning capabilities. You may also need to practice the postures yourself and/or engage a volunteer in order to gain more from the experience.
Accredited Level 3 Alexander Technique Diploma Unit 7: The delivery of the Alexander Technique: Lesson 2
This is the second of three units where specific postures and techniques are described and discussed, and it will follow on logically from unit 6, building a comprehensive library from which the student can develop their practical skills.
Accredited Level 3 Alexander Technique Diploma Unit 8: The delivery of the Alexander Technique: Lesson 3
This is the third and final unit where specific postures and techniques will be described and discussed. This unit will also present a ‘generic’ lesson format which is intended to give the student practitioner/teacher a working example.
Accredited Level 3 Alexander Technique Diploma Unit 9: Alexander Technique applications
In this unit, students will look at specific applications or situational contexts in which the Alexander Technique may be used in isolation, or as part of a collaborative programme:
- Sports and fitness: this may be in order to achieve a better level of fitness or for amateur or professional athletes wishing to develop correct posture and movement skills relevant to sports performance
- Pregnancy and birth
- Performers such as musicians and singers: here, for example, the correct posture and breathing can prevent injury and pain, in addition to which will be a positive tool to enhance performance
- Health care workers: here, for example, correct posture will help prevent injuries due to lifting, etc.
- Individuals with musculoskeletal conditions: management of painful conditions, pain management, and improved function
- Other relevant applications
Accredited Level 3 Alexander Technique Diploma Unit 10: Practitioner responsibilities
In the last unit, students deal with when working with the general public. In any context, it is important that you have knowledge of specific legislation and frameworks relevant to practitioner responsibility, public liability, and therapeutic environments to ensure the safety of all parties involved with the technique. This unit seeks to address some of these issues, giving the student practitioner the basic knowledge of how to set up an Alexander Technique practice.
- Ethical considerations such as data protection, issues of confidentiality, etc.
- Professional codes of conduct
- Professional bodies and affiliation
- Training and professional development
- Business considerations such as public liability, premises legislation, record keeping and documentation, fees and client contracts, etc.
Progression
This Accredited Level 3 Alexander Technique Diploma can be used to gain entry to a Level 4+5 Diploma or higher.
You can view a lit of our Level 4+5 Diplomas here: Accredited level 4+5 Diplomas
